DISTRICT (ML) COACH / ML TEACHER (50% Coach – 50% Teacher)
Report To: Director of Specialized Programs
Term of Employment: 10 Months
Salary: Teacher Salary Schedule plus Local Supplement
The District Multilingual Learner (ML) Coach/Teacher serves in a dual role, providing district-wide instructional coaching and program support for multilingual learner services while also delivering direct instructional services to multilingual learners. This position is structured as 50% instructional coaching and program support and 50% direct teaching responsibilities.
In the coaching capacity, the ML Coach/Teacher provides leadership, professional learning, instructional coaching, and program support designed to improve academic achievement, language acquisition, and educational outcomes for multilingual learners. The position supports teachers, school leaders, and district initiatives through data analysis, coaching cycles, school improvement efforts, and professional development.
In the teaching capacity, the ML Coach/Teacher provides direct instruction and intervention services to multilingual learners, monitors student progress, collaborates with classroom teachers, and ensures implementation of effective instructional practices that support language development and academic success across different schools, as data indicates.
The ML Coach/Teacher coordinates district ACCESS testing processes, facilitates professional learning for multilingual learner staff and classroom teachers, develops and monitors district and school improvement efforts related to multilingual learners, and collaborates with Academic Services staff to ensure effective implementation of district instructional initiatives.
The ML Coach/Teacher assists the Director of Specialized Programs in implementing state and federal multilingual learner requirements, accountability initiatives, and district improvement efforts designed to improve outcomes for multilingual learners.
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Bachelor's Degree from an accredited institution.
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Valid North Carolina Teaching License.
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ESL/ML Add-On Licensure or equivalent certification.
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Minimum three (3) years successful experience serving multilingual learners.
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Demonstrated success improving student achievement and language acquisition outcomes.
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Experience analyzing student achievement data.
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Experience delivering professional development and/or instructional coaching.
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Master's Degree in Education, ESL, Curriculum & Instruction, Educational Leadership, or related field.
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Experience coordinating ACCESS testing.
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Experience leading school or district improvement initiatives.
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Experience supporting secondary multilingual learner programs.
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Experience facilitating adult learning and professional development.
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Experience serving in both classroom and coaching/leadership roles.
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Extensive knowledge of second language acquisition and effective instructional practices for multilingual learners.
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Knowledge of WIDA English Language Development Standards and ACCESS for ELLs assessment requirements.
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Knowledge of state and federal multilingual learner regulations and accountability requirements.
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Knowledge of school improvement processes and accountability systems.
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Strong coaching, facilitation, and presentation skills.
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Ability to analyze student achievement data and develop targeted improvement plans.
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Ability to work collaboratively with administrators, teachers, and district staff.
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Strong organizational, communication, and leadership skills.
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Ability to manage multiple priorities and initiatives simultaneously.
The position shall be structured approximately as follows:
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Instructional coaching and school support.
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Facilitate Professional development and PLCs
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Data analysis and school improvement planning.
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Direct instruction and intervention services for multilingual learners.
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Progress monitoring and language development support.
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Collaboration with classroom teachers.
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Student documentation and compliance requirements.
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Family communication and student support meetings.
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Serve as a district instructional coach for multilingual learner programs through ongoing, job-embedded support for teachers and school leaders.
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Maintain a regular presence in district schools while balancing assigned teaching responsibilities.
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Conduct instructional coaching cycles focused on improving language acquisition, academic achievement, and effective instructional practices for multilingual learners.
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Model effective instructional practices and facilitate reflective conversations that build teacher capacity and improve classroom instruction.
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Plan and facilitate monthly ML meetings in collaboration with the Director of Specialized Programs.
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Provide direct English Language Development (ELD) instruction to assigned multilingual learners.
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Deliver small-group, co-teaching, and/or classroom-based instructional services aligned to student language proficiency levels.
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Develop and implement lesson plans aligned with WIDA English Language Development Standards and district curriculum.
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Monitor student language development and academic progress through ongoing assessment and progress monitoring.
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Maintain student language plans, service documentation, progress records, and required state and federal documentation.
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Collaborate with classroom teachers to ensure appropriate accommodations, modifications, and instructional supports are implemented.
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Participate in MTSS, IEP, 504, and student support meetings as appropriate.
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Communicate regularly with families regarding student progress, services, and educational opportunities.
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Support multilingual learners through targeted intervention, tutoring, and enrichment opportunities as needed.
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Facilitate monthly district meetings for multilingual learner staff.
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Provide professional learning focused on language acquisition, sheltered instruction, culturally responsive teaching, and multilingual learner achievement.
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Support Professional Learning Communities and collaborative planning efforts related to multilingual learner success.
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Maintain current knowledge of best practices and emerging research related to multilingual learner education.
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Ability to travel between district schools and assigned teaching locations.
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Ability to perform duties associated with office, school, and classroom environments.
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Ability to communicate effectively in person, electronically, and by telephone.
Performance will be evaluated annually in accordance with Board policy and North Carolina educator evaluation standards and based upon successful completion of both instructional coaching responsibilities and classroom teaching responsibilities.
